Alignment: Overall Summary

The instructional materials for My Math Florida Grade 2 partially meet the expectations for alignment. The instructional materials meet expectations for Gateway 1, focus and coherence, by focusing on the major work of the grade and being coherent and consistent with the Standards. The instructional materials partially meet the expectations for Gateway 2, rigor and practice-content connections. The instructional materials meet the expectations for the criterion on rigor by reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor. There are missed opportunities in the materials when it comes to attending to the full meaning of the Standards for Mathematical Practice. Overall, the instructional materials attend to the specialized mathematical vocabulary and identify and partially integrate the practice standards.

The Report

Gateway One

Focus & Coherence

Meets Expectations

The instructional materials for My Math Florida Grade 2 meet the expectations for Gateway 1, focus and coherence. Assessments represent grade-level work, and items that are above grade level can be omitted or modified. Students and teachers using the materials as designed would devote a majority of time to the major work of the grade. The materials are coherent and consistent with the standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials for My Math Florida Grade 2 meet the expectations that the materials do not assess topics from future grade levels. The instructional materials do contain assessment items that assess above grade-level content, but these can be omitted or modified in the digital assessment suite.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.

In the Florida Assessment Guide for My Math Florida, there are four types of year-long assessments and implementation suggestions (pages iv-v).

Countdown to FSA contains 20 weeks of two-page practices with five problems each.

Chapter tests contain problems that assess all of the standards presented in the chapter.

Performance Tasks for each chapter measure students’ abilities to integrate knowledge and skills across multiple standards.

Benchmark Assessments address content prior to the assessment point and include a performance task.

The materials in the print Florida Assessment Guide for My Math Florida cannot be edited; however, assessments on the digital platform can be edited. The following assessment items from the print Florida Assessment Guide assess above grade-level content but can be omitted or modified in the digital platform:

Chapter 2 Test, Question 8, “You walk up to someone who is counting. The numbers you hear are 13, 15, 17. What is the pattern? Predict the next three numbers the person will say.” Creating and extending patterns aligns to 4.OA.3.5.

Chapter 2 Test, Question 12b, “What pattern do you notice? Do you think this pattern will continue as Monique adds more 5s? Explain.” Identifying and explaining an arithmetic pattern aligns to 3.OA.4.9.

Benchmark Test 1, Performance Task asks students to research how many inches are in a foot, yard, and meter. Students need this information to answer Part A “Li needs enough tape to go along the length of 2 boards. The first board is a yard long. The second board is a meter long. How many inches of tape does Li need? Write a number sentence and solve.” Converting yards and meters to inches aligns to 4.MD.1.1.

Benchmark Test 3, Question 23, “While counting your change, you discovered you had 95 cents in your pocket, 152 cents in your bike pouch, and 77 cents under your bed. Will you have enough to buy a magazine for 320 cents? Explain.” Two-step word problems with numbers greater than 100 aligns to 3.OA.4.8.

Benchmark Test 4, Question 19, “While counting his change, Kwan discovered he had 134 cents in his pocket, 78 cents in his wallet, and 84 cents on his dresser. Will he have enough to buy lunch for 245 cents? Explain.” Two-step word problems with numbers greater than 100 aligns to 3.OA.4.8.

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.

The instructional materials for My Math Florida Grade 2 meet the expectations for spending a majority of class time on major work of the grade when using the materials as designed. Time spent on the major work was figured using chapters, lessons, and days. At least 80 percent of the time is spent on the major work of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials for My Math Florida Grade 2 meet the expectations for spending the majority of time on the major clusters of the grade. The materials are taught in 12 chapters which are scheduled to be taught in 160 days.

Six of the 12, or about 50 percent of the time, is spent on the major work of the grade.

Four chapters of the 12, or about 33 percent of the time, is spent on supporting work which truly supports the major work of the grade. This brings the time spent on the major work to closer to 83 percent of the time.

Two of the 12 chapters (Chapters 10 and 12), or about 17 percent of the time, are supporting work which is treated separately.

Each chapter provides two days for review and assess which is included in the 160-day count. In the curriculum, 128 out of 160 days (approximately 80 percent of the time) are focused on the major work of the grade level.

32 out of the 160 days are spent on supporting and additional clusters.

All chapters are focused on Grade 2 curriculum.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials reviewed for My Math Florida Grade 2 meet the expectations that the materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade-level problems, with 95 out of 99 of the lessons representing grade-level work. Materials describe how the lessons connect with the grade-level standards and with prior and future standards. However, four lessons from future grade-level content are present and are not clearly identified as such. Overall coherence and consistency of the standards is achieved in My Math Florida Grade 2.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials for My Math Florida Grade 2 meet the expectations that supporting content enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does engage students in the major work of Grade 2.

Six chapters consist of supporting work and four of those chapters enhance the major work of the grade.

The content in Chapters 2, 8, 9, and 11 are strong examples of using supporting work to engage students in the major work of the grade.

In Chapter 2, Number Patterns, students must understand place value (2.NBT.1) in order to use repeated addition to add equal groups (Lesson 4).

In Chapter 8, Money, students must add (2.OA.1) in order to problem solve (Lesson 4).

In Chapter 9, Data Analysis, students must add (2.OA.1) in order to answer questions about graphs (Lesson 3).

In Chapter 10, Time, students must add (2.OA.1) in order to problem solve (Lesson 3).

In Chapter 11, every problem-solving page in each lesson (see Lesson 9, page 699-700 TE) has students engaging in the major work of the grade.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials for My Math Florida Grade 2 meet the expectations that the amount of content designated is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190.

The suggested pacing for Grade 2 is 160 days according to the suggested pacing provided in the Chapter Overview. This includes assessment days in the series.

Chapter assessments and reviews are calculated to take two instructional days per chapter.

Indicator 1e

Materials are consistent with the progressions in the Standards
i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work
ii. Materials give all students extensive work with grade-level problems
iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.

The instructional materials for My Math Florida Grade 2 partially meet the expectations that the materials are consistent with the progressions in the standards. Future grade-level content is not clearly identified. There are extensive grade-level problems, and concepts are explicitly related to prior knowledge.

Materials develop mostly according to the standards. Future grade-level content is not clearly identified.

There are four lessons that deal with future grade-level content, and those are not identified as off grade-level work.

The content in Chapter 10, Lesson 3 concerns elapsed time which is a Grade 3 expectation.

The major work of the grade is found within the first seven chapters (Chapter 2 is the exception and is supporting work) and supporting work is found in the last five chapters.

Each chapter has a page titled "What's in this chapter?" where the MAFS are laid out along with a box titled "What will my students do next with these skills?" An example of this is Chapter 11, page 635F. In each chapter, there is also a spot for coherence, which lists what happened before, now, and next in the standards. An example of this can be found in Chapter 11, Lesson 1 on page 645A.

Materials give students extensive work with grade-level problems.

There are 99 lessons that span approximately 160 days.

Of the 99 lessons, 95 provide work with grade-level problems.

The content in Chapter 10, Lesson 3 concerns elapsed time which is a Grade 3 expectation. The content in Chapter 11, Lessons 5, 6, and 10 concern conversions which is a Grade 4 expectation.

In addition, there are enrichment and remediation worksheets available in the digital companion.

Differentiated instruction activities are available in the Teacher Edition for students who are approaching level, on level, and above level.

With each lesson giving time to "Explore and Explain" the math at the beginning and following with "See and Show," "On My Own," and finally homework, there is extensive work with grade-level problems. "Explore and Explain," "See and Show," "On My Own," and homework are all sections in the Student Edition.

Each lesson begins with a review problem of the day to review prior knowledge; for example, Chapter 3, page 165B.

Each chapter has a page titled "What's in this chapter?" where the MAFS are laid out along with a box titled "What will my students do next with these skills?" An example of this is Chapter 11, page 635F.

In each chapter there is also a spot for coherence, which lists what happened before, now, and next in the standards. An example of this can be found in Chapter 11, Lesson 1, on page 645A.

In the Teacher Guide, each chapter contains a section called "Where's the Math in this Chapter?" with information on what students should already know prior to entering Grade 2.

Each chapter begins with a Readiness Quiz. This quiz can be taken in the Student Edition under "Am I Ready?" or in the digital companion.

The "Am I Ready?" section at the start of each chapter is focused on knowledge that is truly prior knowledge either from Grade 1 work or from previous work in Grade 2.

All prior knowledge is grade-appropriate.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards
i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings.
ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

The instructional materials for My Math Florida Grade 2 meet the expectations that the materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the MAFS cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.

In the Chapter Overview of the Teacher Edition, each lesson is identified as major, supporting, or additional work, and the learning objective is listed below. For example, Chapter 5 focuses on major work of 2.NBT.1 and 2.NBT.2. Lesson 1 has students relating hundreds, tens and ones, then Lesson 2 has students reading, writing and modeling numbers to 999.

Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.

Materials include problems that connect two or more clusters in a domain or two or more domains in a grade.

Chapters 2 and 4 connect operations and algebraic thinking and number and operations in base ten.

Chapter 3, Lesson 1 connects 1.OA.3.5 with 1.0A.3.6.

Chapter 2, Lesson 4 connects 2.OA.2 with 2.NBT.1

At the beginning of each chapter, the standards are clearly marked.

Many of the chapters use the standards as a natural progression to build on the skills.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

The instructional materials for My Math Florida Grade 2 partially meet the expectations for rigor and mathematical practices. The instructional materials meet the expectations for the criterion on rigor and balance and partially meet the expectations for the criterion on practice-content connections. Overall, the instructional materials attend to the language of mathematics but do not fully attending to the meaning of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.

The instructional materials reviewed for My Math Florida Grade 2 meet the expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, procedural skill and fluency, and application, and the materials address these three aspects with balance, not always treating them separately and not always together. Overall, the instructional materials help students meet rigorous expectations by developing conceptual understanding, procedural skill and fluency, and application.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The instructional materials for My Math Florida Grade 2 meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The content in Chapters 5-7 specifically and fully address standards which are explicitly outlined as conceptual standards (2.NBT.1 and 2.NBT.2).

In Chapter 2, Lessons 1-3; and Chapter 4, Lessons 1 and 3 through 7, focus on 2.NBT.1 and 2.NBT.2 which are conceptual understanding standards.

All lessons in the series have a section "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation.

All lessons in the series have a section "Talk Math" which targets conceptual understanding. This is contained in the online lesson presentation.

In the Student Edition, the majority of lessons begin with an "Explore and Explain" section which targets conceptual understanding.

The majority of the homework contains problems that provide students the opportunity to view and to demonstrate their conceptual understanding.

Indicator 2b

The instructional materials for My Math Florida Grade 2 meet the expectations that the materials give attention throughout the year to individual standards with an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

Homework contains multiple opportunities for students to practice fluency.

A "Fact Dash" game is available online with the student login to practice fluency. Students can select the operation and number facts.

Each chapter in the digital component Teacher Edition has additional fluency pages available for printing.

"Sail through the Math" is an app game for fluency and is available for purchase ($1.99).

There are ten lessons that address standard 2.OA.2.2 (add and subtract within 20), all in Chapter 1.

There are six lessons that address standard 2.NBT.2.5 (fluently add and subtract within 100), all in Chapter 4.

Procedural skills are present in the majority of the lessons. For an example, see page 261B, Teacher Edition, for procedural skill.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade

The instructional materials for My Math Florida Grade 2 meet the expectations that the materials are designed so teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work.

While "Real-World Problem Solving Readers" are available to provide additional problems, they were not reviewed by EdReports.org. They are not included in the basic package with the Student and Teacher Editions, and were therefore considered supplementary.

Teacher Edition states "Math in my World" is a component of application; however, it was not found in the Teacher or Student Editions or in the digital companion.

Some Brain Builders address application, but the majority address fluency or conceptual understanding.

Real-world problems are found in the majority of lesson and homework assignments.

Brain Builders and Performance Events sometimes provide additional opportunities for students to engage in the applications of mathematics. Examples include:

Chapter 3, Performance Event is divided into 3 parts, with each part relating to building and selling bird houses. Part A: “A park ranger wants to buy one extra large, one large, and one small birdhouse to place in the children’s area of the park. How many nails will be needed to make the birdhouse for the order? Explain.” A chart is provided with information needed to solve the problem.

Chapter 5, Lesson 3, Brain Builders, Question 16, “Luis wrote a story. The number of pages in his story has 1 hundred, 7 tens, and 9 ones. He wrote the number 791 to show the number of pages. Is Luis correct? Explain.”

Chapter 10, Performance Event is divided into 3 parts, with each part relating to the musical instruments. Part C: “Suppose that a musical group has 4 violins, 1 flute, 2 guitars, and 1 string bass with the measurements shown in the table. Make a line plot to show the lengths in feet of these instruments.

Chapter 12, Lesson 3, Brain Builders, Question 2, “Billy saw a sign while walking through the park. The sign had no sides and no angles. Billy says the shape of the sign is a square. Is he correct? Explain.”

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.

The instructional materials for My Math Florida Grade 2 meet the expectations that the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the materials.

At the beginning of each lesson a "Rigor" section exists identifying levels of complexity by problem or exercise number. For example, Chapter 2, Lesson 1 has three problems for conceptual learning (Understand Concepts), five problems for fluency/procedural skill (Apply Concepts), and three problems for application (extend concepts).

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

The instructional materials for My Math Florida Grade 2 partially meet the expectations for practice-content connections. The materials meet expectations for identifying the practice standards and explicitly attending to the specialized language of mathematics. However, the materials only partially meet the expectations for attending to the full meaning of each practice standard and engaging students in mathematical reasoning.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

The instructional materials for My Math Florida Grade 2 meet the expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 2. Overall, the instructional materials do not over-identify or under-identify the MPs, and the MPs are used within and throughout the grade.

The Teacher Edition, pages T22-T24, list the MPs and the corresponding pages.

The practices are identified throughout all 99 lessons. Each lesson focuses on three to four practices.

The Student Edition does not indicate which MP with which the student is working.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard

The instructional materials for My Math Florida Grade 2 partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the instructional materials carefully attend to the full meaning of some of the practice standards but not for all of them.

Indicator 2g.i

The instructional materials reviewed for My Math FloridaGrade 2 partially meet the expectations that the materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

The materials offer some opportunities for students to share their thinking and analyze the thinking of others; however, there are frequent instances where something labeled as MP3 does not require the students to share thinking and/or analyze the thinking of others.

There are some opportunities for students to construct viable arguments and analyze the arguments of others. Examples include:

Chapter 2, Lesson 5, Brain Builders, Problem 10, “Have students look at Exercise 10. Tell students to prove that their answer is correct to a friend.”

Chapter 12, Lesson 3, Brain Builders, Problem 2, “Billy saw a sign while walking through the park. The sign had no sides and no angles. Billy says the shape of the sign is a square. Is he correct? Explain.”

There are instances where problems and questions are labeled as MP3, but students do not construct arguments or analyze the arguments of others. For example:

Chapter 1, Lesson 8, Math in My World, Construct Arguments, “What is the same about the number sentences ____=7 - 7, and 7 - 7=____? What is different about the number sentences?”

The instructional materials reviewed for My Math Florida Grade 2 partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials do not consistently assist teachers in having students construct viable arguments or analyze other students' arguments.

Teacher materials do not consistently provide true opportunities for students to construct arguments or analyze the arguments of others.

The content on pages 39-40, 267, and 276 provide opportunities for students to construct arguments.

The content on pages 180, 442, 512, and 544 provide opportunities for students to construct an argument and analyze the arguments of others.

The content on pages 21-22, 25-26, 330, and 549 are marked as MP3, but do not provide opportunities for students to construct arguments or analyze the arguments of others as stated in the Teacher Edition.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.

The instructional materials for My Math Florida Grade 2 meet the expectations that the materials explicitly attend to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that are consistently present throughout the materials.

The special language of mathematics is a strength of the series.

Individual vocabulary cards are found at the beginning of each chapter in the Student Edition.

Vocabulary checks are included in some homework assignments. For example, Chapter 5, Lesson 1, page 300.

Vocabulary assessments can be created online.

Virtual word walls are available online.

"Match the Pairs" is an interactive vocabulary component.

"Check my Progress" assesses vocabulary.

Each chapter begins with a foldable which supports vocabulary development.

"My Math Words" is at the beginning of some chapters. For example, Chapter 6, page 346.

The Teacher, Student and online editions contain extensive glossaries in English and Spanish.

Gateway Three

Usability

Not Rated

This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.

N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.

N/A

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.

N/A

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

N/A

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

N/A

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.

N/A

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.

N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.

N/A

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).

N/A

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

N/A

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Criterion 3m - 3q

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

N/A

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.

N/A

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

N/A

Indicator 3p

Materials offer ongoing formative and summative assessments:

N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.

N/A

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

N/A

Indicator 3q

Materials encourage students to monitor their own progress.

N/A

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

N/A

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.

N/A

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

N/A

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).

N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.

N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.

N/A

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.

N/A

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.

N/A

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

N/A

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.

N/A

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

N/A

Indicator 3ac

Materials can be easily customized for individual learners.
i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.

N/A

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

The publisher has not submitted a response.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

Indicator Specific item that reviewers look for in materials.

Criterion Combination of all of the individual indicators for a single focus area.

Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.

Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

Focus and Coherence

Rigor and Mathematical Practices

Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.